Abstract
This paper discussed teachers' corrective feedback (CF) sent via WhatsApp application on students' narrative text. The purposes of this study were to (1) identify types of corrective feedback used by the teachers in correcting students' narrative text, and (2) describe teachers' reasons in giving the types of corrective feedback and its relation to the students' characters. This study applied descriptive qualitative method. The subjects of this study were two English teachers (Teacher A and Teacher B) of a vocational school in Praya, Central Lombok, Indonesia. Based on the observation result, there were three types of CF used by teacher A such as Direct, Indirect and Focused CF. While two CF types used by Teacher B, they were Direct and Indirect CF. Both teachers applied Direct CF because they wanted to make the students know the correct form directly. Meanwhile, the reason of using Indirect CF is that the teachers hoped that students would do selfcorrection in order to make them independent and responsible towards what they have done. Thus, they can find the way how to solve the problem by themselves. Furthermore, teacher A Used Focused CF in correcting the students' works as well and this was to make the students only focused in one error category.